'This text helps the reader understand that students do not just learn to read in the primary grades. Students must continue to grow and become more sophisticated readers if we expect them to master varied content information and concepts. The strategies in this book provide a framework to support content area teachers as they strive to engage students and increase content literacy as well as content mastery' - Crystal Leu, Director of Curriculum, Lakeland School Corporation, LaGrange, IN. Although reading is an essential skill for learning in any discipline, many students in today's secondary classrooms find reading tasks difficult and often fail to complete those assignments. Now this proven, step-by-step instructional model shows secondary teachers how to help students boost their reading comprehension, acquire knowledge through their reading, and process the information that they've learned. Providing numerous classroom examples, the authors show teachers how to use research-based, high-effect strategies before, during, and after reading to increase student learning in various content and subject areas.
Teachers learn how to help students: prepare for learning and anticipate reading assignments through pre-lesson strategies such as previewing the text, activating prior knowledge, and developing questions; remain focused and engaged during reading assignments through strategies such as reciprocal teaching, jigsaw, and think-alouds; and, process and internalize newly learned information using strategies such as graphic organizers and summaries. Easy to implement, this method helps secondary teachers improve students' content learning and reading ability at the same time!
Daniel M. Perna is an educational consultant concentrating on school improvement and achievement. His work focuses on implementing high standards in classrooms, helping teachers develop strategies to increase student comprehension, and designing goal-oriented leadership for schools. Perna has over 30 years of experience in public education. He has been an English teacher, basketball coach, athletic director, high school principal, and assistant superintendent. He currently serves as an adjunct teacher in graduate education for Wilkes University and as an advisor to doctoral students in educational leadership at NOVA Southeastern University. Perna has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. He has presented professional development workshops, keynote addresses, and conference presentations in both the United States and Canada. He is noted for his motivational approach to developing a passion for success in the school and classroom. He was granted a master's in educational administration from McDaniel College and a doctorate from NOVA Southeastern University. Sarah F. Mahurt is the director of the Purdue Literacy Collaborative and associate professor of literacy and language at Purdue. Through her leadership, the Purdue Literacy Collaborative has trained more than 80 literacy coordinators to be literacy leaders and coaches in their schools. This project has reached more than 800 teachers who are improving their teaching of literacy and student achievement in literacy. She recently received the Department of Curriculum and Instruction's Engagement Award for this school reform effort. Mahurt's publications include articles on the integration of reading and writing, teacher development, and Caribbean children's literature. She has also made numerous presentations on literacy teaching and learning in elementary schools and school reform in literacy education. She has consulted with schools and districts focusing on school improving student achievement in reading and writing. She recently chaired a committee to develop a statewide network of educators in Indiana who are focused on improving writing instruction. In more than 25 years as an educator, Mahurt has worked as a classroom teacher, reading specialist, and university professor. She was awarded the Celebrate Literacy Award from the St. Croix Chapter of the International Reading Association and the Alpha Kappa Alpha Outstanding Educator Award for her literacy work in St. Croix, Virgin Islands. She was also received the Teaching Excellence Award at the University of the Virgin Islands.
List of Figures and Tables Preface Acknowledgments About the Authors 1. Introduction Lifelong Literacy Growth and Development What to Teach Research in Literacy How This Book Helps 2. The Instructional Process Before-Reading Activities During-Reading Activities After-Reading Activities The Process 3. Before Reading Background Knowledge Developing Questions Understanding and Using Text Structure Previewing Text Vocabulary 4. During Reading Questioning Jigsawing Text and Graphic Organizers Reciprocal Teaching Think-Alouds Oral Reading 5. After Reading Graphic Organizers Written Summaries The Importance of Writing 6. Putting It All Together Students Today Following Through With Assessment What Does This Mean for Teachers? Improving Content Learning and Literacy Appendix: School Examples Using Instructional Framework References Index
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